GAMIFICATION IN MATHEMATICS USING M-LEARNING

Proceedings of 2nd International Scientific Conference Teaching, Learning and Teacher Education (TLTE 2025) (pp. 73-88)

АУТОР(И) / AUTHOR(S): Branka B. Arsović

Download Full Pdf   

DOI: https://doi.org/10.46793/2TLTE.067A

САЖЕТАК / ABSTRACT:

One of the main problems in learning mathematics is how to make the presented educational material more stimulating, so that students are more assertive and the material itself is easier to understand. The use of attention-grabbing experiences in computer games, as well as the use of other various advantages of games, leads to a combination of learning mechanisms called gamification. Gamification is the process of applying game methods to non-game activities to increase user interactivity. The proposed model of gamification in a mathematics application for m-learning can be developed using the Attention, Relevance, Confidence and Satisfaction (ARCS) learning model and the Octalysis Framework gamification method. Gamification in a math m-learning application would apply game strategy using a system of levels, missions, challenges, points, progress bars, leaderboards, and badges. Based on previous research and expert literature, it can be concluded that the implementation of m-learning applications, ARCS learning models, and gamification of education itself, are still in the research and development phases. There is a small number of studies that combine these three elements and approaches. This paper represents a modest contribution to the systematization of previous research and expert opinions on the development of a proposed model for m-learning in mathematics, based on gamification by integrating the ARCS model and the Octalysis framework.

КЉУЧНЕ РЕЧИ / KEYWORDS:

Mathematics, gamification, m-learning, ARCS, Octalysis Gamification Framework

ЛИТЕРАТУРА / REFERENCES:

  • Abdan Syakuran, R., and Afrianto, I. (2022). Implementation of gamification in mathematics m-learning application to creating student engagement. International Journal of Advanced Computer Science and Applications, 13(7). Acharya B. R. (2017). Factors affecting difficulties in learning mathematics by mathematics learners. Int. J. Elem. Educ., vol. 6, no. 2, pp. 8–15, 2017.
  • Admiraal, W.; Huizenga, J.; Akkerman, S.; Dam, G.T. (2011). The Concept of Flow in Collaborative Game-Based Learning. Comput. Hum. Behav. 27, 1185–1194.
  • Akçay, A. O., Karahan, E., and Bozan, M. A. (2021). The effect of using technology in primary school math teaching on students’ academic achievement: A meta-analysis study. In FIRE: Forum for International Research in Education (Vol. 7, No. 2, pp. 1-21).
  • Azouz, O. and Lefdaoui, Y. (2018). Gamification design frameworks: a systematic mapping study, in 2018 6th International Conference on Multimedia Computing and Systems (ICMCS), 2018, pp. 1–9.
  • Chen, C. M., Ming-Chaun, L., and Kuo, C. P. (2023). A game-based learning system based on octalysis gamification framework to promote employees’ Japanese learning. Computers and Education, 205, 104899.
  • Chou, Y. K. (2019). Actionable gamification (Vol. 501). Packt Publishing. Chou, Y.-K. (2015). Actionable Gamification. Octalysis Media, Fremont.
  • Fang, X., Ng, D. T. K., Leung, J. K. L., and Xu, H. (2024). The applications of the ARCS model in instructional design, theoretical framework, and measurement tool: a systematic review of empirical studies. Interactive Learning Environments, 32(10), 5919-5946.
  • Figueroa, J. (2015). Using Gamification to Enhance Second Language Learning. Digital Education Review, 27(21), 32-54.
  • Fiş Erümit, S. E. M. R. A., and Karakuş Yılmaz, T. (2022). Gamification design in education: What might give a sense of play and learning? Technology, Knowledge and Learning, 27(4), 1039-1061.
  • Hunicke, R., Leblanc, M., and Zubek, R. (2004). MDA: A formal approach to game design and game research. AAAI Workshop – Technical Report, WS-04-04, pp 1–5
  • Inano, M. (2024). Using octalysis framework in the gamification process of a mobile application. Bachelor’s thesis, Tampere University of Applied Sciences Degree Programme in Media and Arts Interactive Media
  • Jatmoko, D., Susanto, A., Purwoko, R. Y., Arifin, Z., and Purnawan, P. (2021). The Implementation of ARCS Learning Model to Improve Students Learning Activities and Outcomes in Vocational High School. Tarbawi: Jurnal Ilmu Pendidikan, 17(2), 137-144.
  • Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
  • Khaleghi A., Aghaei, Z. and Mahdavi, M. A. (2021). A gamification framework for cognitive assessment and cognitive training: qualitative study, JMIR serious games, vol. 9, no. 2, p. e21900, 2021.
  • Konstantinidou, A., and Nisiforou, E. (2021). Instructional design using gamification and ARCS model of motivation. In INTED2021 Proceedings (pp. 4020-4028). IATED.
  • Koroleva, D. О. (2016). Always online: using mobile technologies and social media at home and at school by modern teenagers. Voprosyobrazovaniya/Educational Studies, 1, 205–224.
  • Lampropoulos, G., Keramopoulos, E., Diamantaras, K., and Evangelidis, G. (2022). Augmented reality and gamification in education: A systematic literature review of research, applications, and empirical studies. Applied sciences, 12(13), 6809.
  • Li, L., Hew, K. F., and Du, J. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review. Educational technology research and development, 72(2), 765-796.
  • Ma, L., and Lee, C. S. (2021). Evaluating the effectiveness of blended learning using the ARCS model. Journal of Computer Assisted Learning, 37(5), 1397–1408. https://doi.org/10.1111/jcal.12579
  • Maiti, M., and Priyaadharshini, M. (2023). Design and evaluation of a revised ARCS motivational model for online classes in higher education. Heliyon, 9(12).
  • Maloshonok, N. G. (2016). How Using the Internet and Multimedia Technology in the Learning Process Correlates with Student Engagement. Voprosyobrazovaniya, 4, 59-83. https://doi.org/10.17323/1814-9
  • Manzano-León, A. et al., (2021). Between level up and game over: A systematic literature review of gamification in education,” Sustainability, vol. 13, no. 4, p. 2247.
  • Marisa F, Ahmad SS, Yusoh IZ, Maukar LA, Marcus DR, Widodo AA. (2020). Evaluation of student core drives on e-learning during the Covid-19 with Octalysis gamification framework. Int J Adv Comput Sci Appl;11(11).
  • Marisa F, Sakinah S, Ahmad S, Izzah Z, Yusoh M, Jatmika D, Agustina T, Purnomowati W, Puspitarini EW. (2021). Customer motivation analysis on retail business with Octalysis gamification framework. J Theor Appl Inf Technol;15(13)
  • Marunevich, O., Kolmakova, V., Odaruyk, I., and Shalkov, D. (2021). E-learning and m-learning as tools for enhancing teaching and learning in higher education: a case study of Russia. In SHS Web of Conferences (Vol. 110, p. 03007). EDP Sciences.
  • Mee, R. W. M., Pek, L. S., Von, W. Y., Ghani, K. A., Shahdan, T. S. T., Ismail, M. R., and Rao, Y. S. (2021). A Conceptual Model of Analogue Gamification to Enhance Learners’ Motivation and Attitude. International Journal of Language Education, 5(2), 40-50.
  • Mintarsih, F., Akbar, D. R., Amrizal, V., Suseno, H. B., and Zuraiyah, T. A. (2025). Implementation of Gamification in M-Learning English Apps Using Octalysis Framework (Case Study: Mts Development Uin Jakarta). Komputasi: Jurnal Ilmiah Ilmu Komputer dan Matematika, 22(1), 97-107.
  • Mora, A., Riera, D., González C., and Arnedo-Moreno, J. (2017). Gamification: a systematic review of design frameworks, J. Comput. High. Educ., vol. 29, no. 3, pp. 516–548.
  • Norton, B. J. (2024). Comparing Traditional and Modern Teaching Methods in Mathematics Education: Effects on Undergraduate Students’ Achievement and Motivation. Psi Chi Journal of Psychological Research, 29(2).
  • Peng, X. (2023). Research on the design of micro-course in secondary vocational mathematics by ARCS model. International Journal of New Developments in Education, 5(16), 41-46.
  • Polyakova, V. А., and Kozlov, О.А. (2015). Impact of gamification on information and educational environment of school. Modern problems of science and education, 5, 425-431.
  • Pratama, R. W., Sudiyanto, S., and Riyadi, R. (2019). The Development of Attention, Relevance, Confidence, And Satisfaction (ARCS) Model Based on Active Learning to Improve Students’ learning Motivation, Al-Jabar J. Pendidik. Mat., vol. 10, no. 1, pp. 59–66.
  • Saleem, A. N., Noori, N. M., and Ozdamli, F. (2022). Gamification applications in E-learning: A literature review. Technology, Knowledge and Learning, 27(1), 139-159.
  • Sezgin, S., and Yüzer, T. V. (2022). Analysing adaptive gamification design principles for online courses. Behaviour and information technology, 41(3), 485-501.
  • Sharma,A. S. A. A. (2019). Integrating the ARCS Model with Instruction for Enhanced Learning, J. Eng. Educ. Transform., vol. 32, no. 3
  • Shoaib, M., Khan, S., Fitzpatrick, D., and Pitt, I. (2024). A mobile e-learning application for enhancement of basic mathematical skills in visually impaired children. Universal Access in the Information Society, 23(3), 1091- 1101.
  • Suherman, S., Zaman, A. M., and Farida, F. (2021). Fostering of mathematical critical thinking ability using ARCS model and students’ motivation. JTAM (Jurnal Teori Dan Aplikasi Matematika), 5(1), 134-143.
  • Tamara, A., and Shishido, M. (2021). Fude Master: Japanese Writing Practice M-learning Application Based on Gamification Theory and Its Evaluation with ARCS Model. In The European Conference on Education (pp. 307-323).
  • Viberg, O., Grönlund, Å., and Andersson, A. (2023). Integrating digital technology in mathematics education: A Swedish case study. Interactive Learning Environments, 31(1), 232-243.
  • Weber, P., Grönewald, L., and Ludwig, T. (2022). Reflection on the Octalysis framework as a design and evaluation tool. In GamiFIN (pp. 75-84).
  • Yu, H., and Liu, W. (2024). Construction and Practice of Gamified Teaching Mode Integrating ARCS Motivation Strategy. Open Access Library Journal, 11(2), 1-16.
  • Zeng, J., Sun, D., Looi, C. K., and Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta‐analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478-2502.